Orientation to Inquiry in a Reflective Professional Psychology

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SUNY Press, 1994 - Psychology - 307 pages
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This book approaches professional inquiry in psychology from a perspective that integrates research and practice and prepares students for the diversity of methods employed in the field. It examines a broad range of models and methods of inquiry in both research and practice and provides a framework for linking issues of knowledge to the special context of professional psychology.

Guided by a vision of psychology as a self-critical discipline and a reflective profession, Hoshmand provides a pluralistic perspective on inquiry, including alternative paradigms, for the professional education of clinical, counseling, consulting, and other practicing psychologists as reflective scientist-practitioners. She gives special attention to the cognitive development and knowledge processes of the professional and offers suggestions for professional training and mechanisms of teaching and learning.
 

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Contents

A Reflective Professional Psychology
1
Science Practice and Profession Psychology
5
Issues of Method Choice
10
Personal Knowing and Professional Worldviews
12
Questions for Reflective Study
15
Suggested Additional Learning
17
Foundations and Issues of Psychological Inquiry
19
Models of Knowledge in Historical Perspective
21
Interviewing
111
Testing and Assessment
119
The Centrality of Meaning and Value
125
Suggested Additional Learning
130
The Applied Epistemology of the ScientistPractitioner
133
Perceptual Inference and Judgment in Social Context
136
Research on Professional Expertise
140
Ways of Knowing and the Self
143

A Summary of Related Arguments and Issues
28
Professional Inquiry in the Postmodern Age
35
Suggested Additional Learning
40
Professional Inquiry in Context
41
The Sociopolitical Context of Professional Inquiry
47
Our Inquiry Contract with Human Subjects
52
Summarizing the Implications for Professional Inquiry
54
Suggested Additional Learning
57
Ideas Conceptual Systems and Core Beliefs
59
The Uses of Conceptual Tools in Professional Inquiry
65
Core Commitments and Root Metaphorics in Professional Psychology
69
Metalevel Frameworks
74
Suggested Additional Learning
79
Paradigms of Research
81
Unraveling Paradigm Debates
82
Conventional Paradigms and Extensions of Experimental Methodology
85
Narrative and Hermeneutical Approaches
89
Critical Theory as a Paradigmatic View
92
Transactional and Systemic Perspectives on Research
94
Other Guiding Metaphors for Research in Professional Psychology
95
Paradigm Choice Methodological Pluralism and the Evaluation of Methodologies
97
Suggested Additional Learning
102
Methods of Inquiry
105
Developing Reflective Qualities of Mind and Ways of Being
147
Suggested Additional Learning
153
The Case Study as Training Ground
155
A Reflective Orientation to Case Analysis
159
Problem Space and Alternative Conceptual Tools
160
Initial Formulations and Hypothesis
162
Posing Questions for Inquiry
163
Factors in the Choice of Procedures
164
Data Guidance and Systemic Inference
165
Other Inquiry Habits Required in Case Study
167
Types and Examples of Case Study
168
Suggested Additional Learning
173
Development of the Reflective ScientistPractitioner
179
Cultivating Reflective Habits
181
Framing Questions of Practice for Theory and Research
183
Action Research as a Model of Professional Inquiry
189
The Importance of Mentoring
191
Creating Collaborative Learning Communities
192
Suggested Additional Learning
195
References
197
Index
301
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About the author (1994)

Lisa Tsoi Hoshmand is Professor of Counseling at the California State University, Fullerton.

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